Yoyo Zakaria Ansori, Sharipah Ruzaina Syed Aris, Juntika Nurihsan, Mohamad Gilar Jatisunda
The increasing cultural and religious diversity of contemporary classrooms has intensified the need for teachers' multicultural teaching competence. While previous studies have highlighted the importance of teachers' psychological capacities, less is known about how these capacities are translated into inclusive teaching practices through contextual mechanisms, particularly in non-Western educational settings. This study examined the direct and indirect relationships among critical self-reflection, teaching self-efficacy, religious inclusivity, and multicultural teaching competence among in-service teachers in Indonesia. A quantitative explanatory research design was employed, and data were analysed using partial least squares structural equation modelling (PLS-SEM). The measurement model demonstrated satisfactory indicator reliability, internal consistency reliability, convergent validity, and discriminant validity. Structural model results revealed that critical self-reflection and teaching self-efficacy exerted significant positive effects on multicultural teaching competence and religious inclusivity. Religious inclusivity, in turn, showed a strong positive effect on multicultural teaching competence. Mediation analysis further indicated that religious inclusivity partially mediates the relationships between teachers' psychological capacities and multicultural teaching competence. The findings provide empirical evidence that multicultural teaching competence is shaped not only by teachers' internal psychological capacities, but also by contextual orientations that enable these capacities to be enacted in classroom practice. By integrating psychological and contextual determinants within a unified explanatory framework, this study extends the literature on multicultural teaching competence and highlights the importance of religious inclusivity as a contextual pathway in culturally plural educational contexts. © 2026, UiTM Press. All rights reserved.
Faculty of Teacher Training and Education, Universitas Majalengka, Jl. KH. Abdul Halim No. 103, Majalengka Kulon, Kec. Majalengka, Kabupaten Majalengka', Jawa Barat, Majalengka, Indonesia; Faculty of Education, Universiti Teknologi MARA, Puncak Alam Campus', Selangor, Puncak Alam, 42300, Malaysia; School of Postgraduate, Universitas Pendidikan Indonesia, Jl. Dr. Setiabudhi No.229, Cidadap, Isola, Sukasari', Jawa Barat, Bandung, 40154, Indonesia; Faculty of Teacher Training and Education, Universitas Majalengka, Jl. KH. Abdul Halim No. 103, Majalengka Kulon, Kec. Majalengka, Kabupaten Majalengka', Jawa Barat, Majalengka, Indonesia
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